From Teacher to Teacher Educator: Experiences, expectations, and expatriation

By Todd Dinkelman, Jason Margolis, Karl Sikkenga. 2006

196 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1bbd2e553caf457e5be61a941f4ca191466d75cb

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Citations in the corpus

Teacher educators' professional learning: A literature review (2018, background): “Neither of these two routes is suf ﬁ cient to address the challenges teacher educators face when starting their work as teacher educator, including the development of a new professional identity (Dinkelman, Margolis, & Sikkenga, 2006; Martinez, 2008; Murray, 2008).”
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “A further aspect of this puzzling situation is that the primary qualification for becoming a teacher educator seems to be prior teaching experience (Berry 2007; Dinkelman, Margolis, and Sikkenga 2006; Lunenberg and Hamilton 2008; Zeichner 2005).”
The professional development of higher education-based teacher educators: needs and realities (2018, result): “…finding is consistent with other reports claiming that beginning teacher educators experience a period of ‘de-skilling’, as they try to adapt to their new roles as higher education-based teacher educators (e.g. Murray and Male 2005, Zeichner 2005, Dinkelman et al. 2006, Harrison and McKeon 2008).”
Constructing new professional identities through self‐study: from teacher to teacher educator (2010, background): “They found this collaborative approach to be ‘a means of support [and] a scholarly link between the pressure to do research and the desire to teach teachers’ (Dinkelman et al., 2006b, p. 130).”
From Teacher to Teacher Educator: Reframing knowledge in practice (2006, background): “The initial paper (Dinkelman, Margolis, & Sikkenga, 2006 ) described the theoretical framework, methodology, and two categories of findings—Institutional Context and Shifting Role Identification—as summarized below.”
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators (2014, background): “This recommendation is supported by the work of many scholars who have written about the challenging transition from doctoral student to faculty member and from teacher to teacher educator (Berry, 2007; Dinkelman et al., 2006; Murray & Male, 2005).”
Seeking Knowledge for Teaching Teaching: Moving beyond stories (2010, unknown): “There are many strong examples of self-studies that go well beyond the story (see Berry, 2007 ; Dinkelman, Margolis, & Sikkenga, 2006 ; Nicol, 2006 ; Ritter, 2007 ; Schuck & Segal, 2002 ).”